Browsing by Author "Choge, Steve"

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    The Effect of Teachers’ Motivation on Quality Teaching and Learning in Primary School in Kenya - A Case of Eldoret Municipality
    (IJSRST, 2016) Cherui, Rodgers Gowon; Choge, Steve
    The declaration of Free Primary Education (FPE) in 2003 saw an increase in the enrolment in primary school going children. However, experts suggest that the Free Primary Education has reduced the quality of education in public schools and increased the number of students who transfer from public to private schools in search of better performance. The objective of this study was to determine the effects of resource materials and facilities in primary schools in Kenya. A case of Eldoret Municipality. The study targeted all public primary schools in Eldoret Municipality and the study adopted the theory by Miller-Grandvaux and Yoder, (2002) that alternative schools are inspired to implement innovative approaches to teaching and learning given the background and various characteristics of students. The study employed a descriptive survey research design. Quality assurance officers, headteachers and teachers served as the informants of the study. Questionnaires and interview schedules were used as research tools. Out of 28 primary schools in the Municipality 50% of them were selected through stratified simple random sampling technique using wards as the stratum. The quality assurance officers and headteachers were selected purposively while teachers were selected through both stratified and simple random sampling technique. The study sample population was 132 respondents comprising of 14 headteachers, 70 teachers, 35 pupils and 3 quality assurances officers. Descriptive research methods were employed in data analysis which was then presented in the form of frequency distribution tables, graphs and pie charts. The study concluded that majority of the challenges facing the FPE programme are associated with lack of preparation, planning and consultation with the key stakeholders. The implementation of the policy was rushed through without carrying out situation analysis. There was neither clear strategy nor clear communication and the result is that a majority of the stakeholders were confused due to lack of clarity about the entire policy. For instance, after the political declaration of the policy, school heads were expected to implement it without prior preparations therefore school heads and education officers were caught unaware. The government itself was unprepared for the policy because it was started on a short notice. The study recommended that the fund allocated to each child/pupil per year has been criticized as being insufficient. Each child was allocated 1020 per year and therefore there is need to be increased substantially in order to improve the teaching- learning resources in schools. This calls for a review of the current disbursement of funds policy. The research findings will enable the stakeholders and policy makers in improving the methods as to enhance the quality of teaching and learning.